Examiners’ Report
March 2013
GCSE Physics 5PH1F 01
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March 2013
Publications Code UG035109
All the material in this publication is copyright
© Pearson Education Limited 2013
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GCSE Physics 5PH1F 01
Introduction
This unit of the new specification has now been examined three times. The unit is
divided into six topics and all six topics are tested in the examination.
The question paper should allow every candidate to show what they know, understand
and are able to do. To achieve this, each paper is designed to increase in difficulty as
a candidate progresses through it. Within the paper, a variety of questioning styles is
included, such as objective questions, short answer questions worth 1 or 2 marks
each and longer questions, each worth 3, 4 or 5 marks. The two 6-mark questions are
designed also to test the quality of written communication.
The overall impression of the examiners was that the majority of candidates coped
well with this examination.
Successful candidates were:
●
well-grounded in the fundamental knowledge required
●
willing to think through the possibilities and apply their knowledge when the
question asked for suggestions to explain new situations
●
able to tackle calculations methodically and show the stages in their working
●
able to construct their explanations in a logical order, using the mark allocations
given beside the parts of each question as a guide.
Less successful candidates:
●
had gaps in their knowledge
●
did not read the questions carefully, and gave answers that were related to the
topic being tested, but did not answer the question
●
did not understand the meaning of key scientific words and phrases
●
found difficulty in applying their knowledge to new situations
●
did not show the stages in their working
●
did not think through their answers before writing.
This report will provide exemplification of candidates’ work, together with tips and/or
comments, for a selection of questions. The exemplification will come mainly from
questions which required more complex responses from candidates.
GCSE Physics 5PH1F 01
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Lenses and waves
Question 1(a)(i)
The majority of candidates (about 70%) correctly identified the distance X as the focal
length of the lens.
Question 1(a)(ii)
The majority of candidates (about 60%) correctly identified the image as smaller than
the object, but only about a quarter correctly named the image as real. The most
common error was to say the type of image was virtual.
Question 1(b)
Most candidates scored the mark for this question, but among those who did, many
sent the ray in a completely incorrect direction. For non-scorers, a vertical line
bisecting the lens was surprisingly popular, as was a ray emerging on the far side
after disappearing while implicitly passing through the lens.
There were a considerable number of candidates who did not attempt this question.
examiner comment
This is an example showing no ray drawn inside the lens and so no
mark was awarded.
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GCSE Physics 5PH1F 01
examiner comment
This candidate shows a correct refraction inside the lens so was
awarded the mark for this question.
The mark scheme reminds examiners to ignore emergent rays as the
question is about the path of the ray inside the lens.
GCSE Physics 5PH1F 01
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Question 1(c)
Almost all candidates managed full marks on this question.
Many candidates did not show evidence of their calculation and a few had one too
many/few zeros in their answer and so lost one mark.
examiner comment
In this correct response the candidate showed their working. 2 marks
were awarded.
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GCSE Physics 5PH1F 01
examiner comment
With no working this candidate scored zero but seems to have halved
the correct answer. With working shown the substitution mark could
possibly have been awarded.
examiner tip
Always show your working. You can still get marks for correct working
even if your final answer is wrong.
GCSE Physics 5PH1F 01
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Energy transfers
Question 2 (a)(i)
The majority of candidates correctly answered all parts of this question.
Question 2(a)(ii)
Most candidates correctly stated that the energy is wasted or transformed into heat
energy, although there were a few candidates who incorrectly stated that it is
transferred to chemical energy or recycled back to the motor.
Question 2(b)(i)
The majority of candidates scored the mark for this calculation.
Question 2(b)(ii)
Generally the concept of efficiency was very well understood. Most candidates had the
right idea of equal amounts of energy input linked to greater light/more useful output
from that energy.
It was pleasing to see a number of candidates manipulating data to further their
explanations.
examiner comment
This is an example of the type of response examiners were hoping to
see and it was awarded both marks.
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GCSE Physics 5PH1F 01
examiner comment
2 marks were allocated for this question, which indicates that two
suggestions were required. This candidate only gave one suggestion so
only 1 mark was awarded.
examiner tip
Candidates should use the mark allocation as a guide. They need to
make as many correct statements as there are marks available.
examiner comment
This response covers all three possible marking points and makes use
of the data supplied so easily scores the maximum 2 marks.
GCSE Physics 5PH1F 01
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Question 2(c)
The majority of candidates found this question a little challenging. Most candidates
wrote about overheating and catching fire. They didn’t mention the heat energy being
dissipated by the heater, electrical energy being put in or any energy transfer or idea
of flow.
The idea of a thermostat came up quite often, both in the heater and somehow in the
room telling the heater that the room was hot enough, though this was not specified
as a wall thermostat. Also room temperature was mentioned quite often.
examiner comment
This is an example of the type of response that examiners were hoping
for and it was awarded both marks.
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GCSE Physics 5PH1F 01
examiner comment
This is a weak response and no marks were awarded.
examiner comment
This is a typical weak response that received no marks as the candidate
did not answer the question.
GCSE Physics 5PH1F 01
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Electromagnetic radiation
Question 3(a)
The majority (about 90%) of candidates correctly gave the temperature of
thermometer Q as 18 (degrees Celsius).
Question 3(b)(i)
Most candidates failed to score on this question. Whilst many stated that black
absorbs heat (as do many surfaces) they failed to state it is the best/a good absorber
(of thermal energy). Other popular but incorrect responses were: ’black is a good
conductor’ or ‘black attracts heat’.
Question 3(b)(ii)
It was not uncommon for the temperatures of thermometers S, R, Q and P to simply
be described (i.e. just restating the results) rather than linking the results to the
spectrum of sunlight. The idea of different colours having different heating effects was
given by average ability and above candidates. The idea of radiation beyond the red
end of the spectrum was only given by the strongest candidates.
The following is one of the few responses giving both points.
examiner comment
The candidate has made as many correct statements as there are
marks available so both marks were awarded for this answer.
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GCSE Physics 5PH1F 01
examiner comment
This response was considered sufficient for demonstrating the idea of
different colours having different heating effects and was awarded 1
mark.
examiner tip
As before, candidates should use the mark allocation as a guide. They
need to make as many correct statements as there are marks
available.
Question 3(b)(iii)
This question was well answered, with some very clearly thought-out explanations.
However, there was much evidence of confusion between heat and temperature.
Some candidates stated that there would be no heat in the shade or that the
temperature there would be ‘zero degrees’.
GCSE Physics 5PH1F 01
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Question 3(c)(iii)
The majority of candidates were able to score a mark for identifying a use of UV. The
use of UV in sunbeds was well known and was used in many responses. Many were
limited to 1 mark because they didn’t accurately explain how the UV worked in the
named context.
examiner comment
This answer was awarded 1 mark as the question asked for a
description so more is required for both marks.
examiner comment
This candidate describes the use of UV 'to tan the skin' and so gains
both marks.
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GCSE Physics 5PH1F 01
Using sound waves
Question 4(a)(ii)
Many candidates scored full marks, usually by adding to the diagram, which gave the
first three marking points. Some candidates believed that the dolphins were
communicating to the fish or the other way round and others that the sound waves
have to bounce off the seabed before getting to the fish or the dolphin. A few
candidates also talked in terms of the dolphin ‘following sound’ made by the fish or
referred to the dolphin/fish looking for sound.
This is a good example of the high standard of response that examiners saw from
some candidates.
examiner comment
This response scored all 3 marks.
examiner tip
Candidates could be encouraged to use diagrams in this type of
question as those who did often gained all 3 marks.
GCSE Physics 5PH1F 01
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examiner comment
Responses such as this did not score any marks and was a common
response to the question.
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GCSE Physics 5PH1F 01
Question 4(b)
There was generally a good understanding shown in answers to this question.
However, some candidates were confused and saw the graph as a diagram of the
ocean and talked of ultrasound getting ‘deeper down in the ocean’.
examiner comment
The candidate has identified the correct sound wave but has given an
incorrect explanation. This response was awarded 1 mark.
examiner comment
This candidate has given the wrong type of sound wave and the
explanation is merely a restating of the question. Hence, no marks
were awarded.
GCSE Physics 5PH1F 01
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examiner comment
This response was awarded both marks as the candidate chose the
correct type of sound wave and gave a correct explanation.
Question 4(c)(ii)
This was the most incorrectly answered question on the paper. Many incorrect
answers often involved candidates saying ‘because oil was a liquid’ or ‘the waves
cannot pass through the oil’.
Below is one of the few responses that was awarded the mark.
examiner comment
The candidate stated the oil field is more dense and so gained the
mark.
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GCSE Physics 5PH1F 01
Question 4(d)
All except the weakest candidates scored 2 marks. A common incorrect answer was
8.33 (because of 125 ÷ 15).
The unit mark was awarded much less frequently, ‘Hz’ or ‘V’ were popular errors,
‘mps’ was also a common incorrect response.
examiner comment
This is an example of a typical 2-mark response. Clearly the candidate
thinks that the 'V' in the formula represents voltage.
GCSE Physics 5PH1F 01
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examiner comment
This response gained 2 marks – 1 mark for the correct substitution and
1 mark for the correct unit for speed.
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GCSE Physics 5PH1F 01
Investigating the Universe
Question 5(b)
Over half of the candidates were awarded both marks for this question and about a
fifth gained one mark.
Question 5(c)(i)
Just over half of the candidates correctly identified part Q of the spectrum as infrared.
GCSE Physics 5PH1F 01
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Question 5(c)(ii)
It was more usual for candidates to score one of the two available marks for a simple
statement about the image being ‘clearer’, but few developed the argument further to
score the second mark. Stronger candidates generally gave very clear answers,
demonstrating a proper understanding of the issues involved, but these were not
common. Responses were often too vague, such as ‘gathering more information’,
‘seeing other forms of life’ or ‘see further’.
Many weaker responses were confused about scale and candidates believed that
putting telescopes in space would bring them significantly closer to objects such as
planets and stars.
examiner comment
This response scored 2 marks for 'no light pollution' and 'no air
pollution'.
There is also the idea of the image being more detailed.
examiner tip
Candidates should use the mark allocation as a guide. They should
make as many correct statements as there are marks available.
examiner comment
Responses such as this did not score any marks and were fairly
common.
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GCSE Physics 5PH1F 01
Question 5(d)
Many less able candidates ignored ‘modern telescopes’ and responded by discussing
geocentric/heliocentric models of the solar system and in particular, Jupiter’s moons.
A discussion of the origin of the Universe, the Big Bang, etc, was also popular.
Other responses were too generalised, referring to alien life forms, other universes
and the possibility of colonising other planets.
The answers from the most able candidates discussed higher magnification, clearer
images, use of photography, the discovery of new planets, use of different
electromagnetic waves and the positioning of telescopes outside the atmosphere.
Most candidates seemed to enjoy writing about this topic.
A few candidates got side-tracked into discussing ‘what’ rather than ‘how’,
demonstrating the need for candidates to carefully read the question.
examiner comment
The candidate gives a detailed description including at least three
improvements and was awarded 6 marks.
GCSE Physics 5PH1F 01
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examiner comment
This candidate has identified two examples of improvements with the
idea of modern telescopes producing a clearer image and that they can
be 'put in space', this is sufficient at this level for orbital telescopes.
This is a typical Level 2 response and scored 4 marks.
examiner comment
The candidate has the idea of modern telescopes giving higher
magnification. The idea of being able to see further was not credited.
This is a typical Level 1 response and scored 2 marks.
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GCSE Physics 5PH1F 01
The generation of electricity
Question 6(a)(i)
Most candidates gained both marks for this calculation. The most common mistakes
involved dividing or adding rather than multiplying.
examiner comment
This is an example of where showing working enabled the candidate to
score 1 mark (for the correct substitution of values read from the
question). If this candidate had just written 2.25 on the answer line
and nothing else, then no marks could have been awarded.
examiner tip
Candidates should always show their working. If they get the answer
correct with no working then they will get full marks but if their answer
is wrong with no working they will get zero.
examiner comment
This is a well laid out example of a candidate showing their working. 2
marks were awarded.
GCSE Physics 5PH1F 01
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examiner comment
This candidate used the wrong equation and may have confused the
equation for electrical power with that for electrical resistance. This was
a common mistake. This response did not score any marks.
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GCSE Physics 5PH1F 01
Question 6(a)(ii)
The most common errors were ‘bigger magnet’, ‘rotate the magnet faster’ and ‘bigger
coil’, in that order. A worrying number of candidates suggested ‘better battery’,
‘stronger current’, ‘shorter wires/distance between components’ and even worse
‘move the/use a more powerful ammeter/voltmeter’.
examiner comment
This response scored both marks. 'More coils' was accepted as a weak
interpretation of 'wrapping more turns on the coil'.
examiner comment
The candidate has not identified a 'more powerful' magnet or
'increasing' the number of turns on the coil and so scored no marks.
examiner comment
'More coils of wire' was an acceptable interpretation of 'more turns on
the coil' and so 1 mark was awarded.
The question states that the speed of rotation is constant and so the
second point did not score.
GCSE Physics 5PH1F 01
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Question 6(a)(iii)
Many candidates clearly had oscilloscope trace images in mind when answering this
question, talking about waves going up and down for AC and straight for DC.
The idea that direct current ‘goes straight to where it’s needed’ was common, but
probably improvised when memory failed rather than learned incorrectly.
AC was often described as ‘going in all directions’.
examiner comment
This response scored both marks as 'changes direction' was deemed
acceptable for reversing direction.
examiner comment
'Direct currents stay in the same direction' was an acceptable response
for 'one direction' and scored both marks.
examiner comment
No marks were awarded for this and it was a fairly common response.
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GCSE Physics 5PH1F 01
Question 6(b)
Most candidates managed to obtain at least 2 marks here, but only the more able
candidates managed to develop their argument by incorporating several linked
differences into their answer to give a logical comparison. Less able candidates
seemed to be limited by their language skills.
Generally there were some very good responses but using the correct terminology
proved too much for a number of candidates. Many didn’t seem to know the word
‘pylon’ and frequently ‘electricity’ was used instead of energy, voltage or current. The
standard of writing was very often quite poor.
The idea that the National Grid system supplies energy over much greater distances
was typical of points candidates tried to make but was often expressed in terms of:
‘millions of homes’, ‘the whole city’, ‘cover the whole world’.
Level 3 was frequently missed because answers failed to show a direct link between
two of three ideas that had been given. Where it was achieved it was usually the ‘use
of transformers to give a lower current in transmission cables thus reducing energy
losses from the cables’ ideas that were linked.
The correct ideas that were most frequently seen were:
●
providing energy to customers further away
●
the ability of AC to power more devices
●
the use of overhead transmission cables
●
the use of transformers to change current/voltage.
GCSE Physics 5PH1F 01
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examiner comment
This candidate has a detailed comparison of the two systems. They link
the idea of using transformers with AC to reduce the current and thus
reduce energy losses in the cables. The candidate also has the idea of
the National Grid providing energy over much greater distances. The
slip referring to using AC at a potential difference of 23 volts in homes
was ignored.
This is an example of a Level 3 response and was awarded 6 marks.
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GCSE Physics 5PH1F 01
examiner comment
The candidate has a number of correct comparisons between the two
systems but does not link any ideas. This is an example of a simple
comparison at Level 2.
This response was awarded 4 marks.
GCSE Physics 5PH1F 01
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examiner comment
This was deemed sufficient for the idea that the National Grid system
supplies energy over a much greater distance than the New York
system. There is limited comparison in this Level 1 response though
and so 2 marks were awarded.
examiner comment
This response had no rewardable content.
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GCSE Physics 5PH1F 01
Summary
The paper allowed candidates of all abilities to access marks in all questions. Fewer
candidates found difficulty with describe, explain and discuss questions, and with
some of the calculations.
In order to improve their performance, candidates should:
●
memorise the basic facts that are stated in the specification
●
use technical terms wherever possible in descriptions and explanations
●
give a reason as well as a statement when answering an 'explain' question
●
practise applying their knowledge to new situations by attempting questions in
support materials or exam papers
●
read the question carefully and underline the key words.
GCSE Physics 5PH1F 01
33
Grade boundaries
Grade boundaries for this, and all other papers, can be found on the website on this
link:
http://www.edexcel.com/iwantto/Pages/grade-boundaries.aspx
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GCSE Physics 5PH1F 01
GCSE Physics 5PH1F 01
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Email [email protected]
Order Code UG035109 March 2013
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